medical presentation feedback form

Welcome to MeFB

A new online platform for giving and receiving feedback

Give Feedback

MeFB provides tutors with a quick and easy way to receive feedback for teaching. It is designed to replace those teaching feedback forms that end up crumpled at the bottom of your tray or handbag and allows you to collect feedback on your teaching sessions on the go.

The feedback forms are deliberately short and simple, so that students can complete them quickly at the end of the session.

You can then view your feedback for each session, or group the feedback for multiple sessions together. It can all then be downloaded as a certificate which you can use for your appraisal, ePortfolio or interview.

More information is available on our FAQ page.

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Medical Teaching Feedback Form

A form to collect feedback from students on medical teaching sessions.

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About Medical Teaching Feedback Form

The Medical Teaching Feedback Form is designed to collect valuable feedback from students regarding their experience with medical teaching sessions. This form allows students to provide feedback on various aspects of the teaching sessions, such as the overall effectiveness, instructor engagement, and the quality of teaching materials.

Medical Teaching Feedback Form Questions

Overall Effectiveness : Students are asked to rate the overall effectiveness of the medical teaching session on a Likert scale. This helps to gauge the overall satisfaction level of students and identify areas for improvement.

Instructor Engagement : Students are asked to rate how well the instructor engaged with them during the teaching session. This helps in evaluating the instructor’s ability to effectively communicate and connect with the students.

Teaching Materials : Students are asked to provide a thumbs-up or thumbs-down response on whether the teaching materials provided enhanced their learning experience. This helps in assessing the quality and usefulness of the materials.

Additional Comments : Students are given the opportunity to provide any additional comments or suggestions for improvement.

The Medical Teaching Feedback Form can be customized to suit the specific needs of different teaching sessions. By collecting feedback through this form, medical institutions can gather valuable insights to enhance the quality of their teaching sessions and improve student satisfaction.

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Presentation Skills Toolkit for Medical Students

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The ability to design and deliver an effective presentation is an important skill for all learners to develop. The Undergraduate Medical Education Section of the Group on Educational Affairs developed this toolkit as a resource for medical students and health professions trainees as you learn to create and give effective presentations in the classroom, in the clinical setting, and at academic meetings and conferences. In this toolkit, you’ll find helpful resources on developing and delivering formal lectures and presentations, poster and oral abstract presentations, patient presentations, and leading small group sessions.

Please note: Availability of resources may change over time. To suggest edits or updates, email  [email protected] .

On this page:

Formal lectures and presentations, posters and abstracts, patient presentations.

• Leading Small Groups

Traditional academic presentations in medicine and the biomedical sciences are necessarily dense with complex content. Thus, slides tend to be wordy, and presenters may use their slides as cue cards for themselves rather than as tools to facilitate learning for their audience. With the necessary resources, medical students (and presenters at all levels) can better identify appropriate learning objectives and develop presentations that help learners meet those objectives. Organization of content, clarity of slide design, and professional delivery are all essential components to designing and giving effective formal presentations.

Achieving all of these elements can make creating and delivering a formal presentation challenging. The strategies and resources below can help you develop a successful formal presentation.

View long description of infographic .

Strategies for success

• Define the objectives of the presentation. Always define learning objectives for each of your lectures to make it clear what knowledge or skills the audience should acquire from your presentation. The best learning objectives define specific, measurable, or observable knowledge or skill gains. Furthermore, consider how to communicate the importance of the topic to your audience and how information should be arranged to best communicate your key points.
• Design an effective slide set. You should begin creating your slides only after defining your objectives and key points. The slides should support your talk but not be your talk. Keep slides simple. The audience should be able to review a slide and grasp key points quickly. Avoid lengthy text and distracting decorative fonts, clip art, graphs, and pictures. If additional wording or images are necessary, consider handouts or alternative methods of sharing this information. Lastly, design your slide deck to emphasize the key points, revisiting your outline as necessary, and summarize concepts at regular intervals throughout your presentation to strengthen knowledge gains.  
• Practice your performance. Effective public speaking starts with preparation and practice. Ensure there is enough time to create your lecture and a supporting slide deck. Know your lecture material and slides without prompts! Understand the audience and learning climate (the size and knowledge level of your audience) and be prepared for the venue (virtual, in-person, or both, lecture hall or classroom). Think about what effective audience engagement may look like and how to incorporate audience response systems, polling, etc., into the lecture.
• Create a positive learning environment. Anticipate questions and allocate sufficient time to answer them. Always repeat the questions being asked for the audience’s benefit and to ensure your understanding. Some questions may be challenging, so be prepared and answer honestly. It is acceptable not to know an answer.
• Demonstrate professionalism in presenting. Exhibit professionalism by being punctual and having appropriate time management. Remember that mistakes happen; be kind to yourself and remain calm and collected. Be enthusiastic: If you can enjoy the experience, so will your audience. Finally, be open to feedback following your presentation. 

Additional resources

Below is a collection of resources that further address the elements of creating and delivering a formal presentation. Each resource addresses a specific presentation skill or set of skills listed above and can be used to develop your understanding further. 

• Healthy Presentations: How to Craft Exceptional Lectures in Medicine, the Health Professions, and the Biomedical Sciences (requires purchase, book). This illustrated book is a practical guide for improving scientific presentations. It includes specific, practical guidance on crafting a talk, tips on incorporating interactive elements to facilitate active learning, and before-and-after examples of improved slide design. (Skills addressed: 1-3)
• American College of Physicians: Giving the Podium Presentation (freely available, website). This guide includes recommendations related to presentation delivery, including tips on what to wear, how to prepare, answering questions, and anticipating the unexpected. (Skills addressed: 3-5)
• The 4 Ps of Giving a Good Presentation (freely available, PDF). This simple guide on public speaking from the University of Hull covers such topics as positive thinking, preparing, practice, and performing. (Skills addressed: 3-5)
• Zoom Guides (freely available, website). This website from the University of California, San Francisco is one of many great resources created by universities for presenting on a virtual platform, specifically Zoom. (Skills addressed: 3-5)
• Writing Learning Objectives (freely available, PDF). This excellent resource from the AAMC defines Bloom’s Taxonomy and provides verbiage for creating learning objectives. (Skill addressed: 1)
• Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 (freely available, article). This AMEE Guide explains and explores the more commonly used adult learning theories and how they can be used to enhance learning. It presents a model that combines many of the theories into a flow diagram that can be followed by those planning a presentation. (Skill addressed: 1)
• Assertion-Evidence Approach (freely available, website). This approach to slide design incorporates clear messaging and the strategic combination of text and images. (Skill addressed: 2)
• Multimedia Learning (requires purchase, book). This book outlines the learning theories that should guide all good slide design. It is an accessible resource that will help presenters of all levels create slide decks that best facilitate learning. (Skill addressed: 2)
• Collaborative Learning and Integrated Mentoring in the Biosciences (CLIMB) (freely available, website). This website from Northwestern University shares slide design tips for scientific presentations. Specific tips include simplifying messages and annotating images and tables to facilitate learning. (Skill addressed: 2)
• Clear and to the Point (freely available, online book). This book describes 8 psychological principles for constructing compelling PowerPoint presentations. (Skill addressed: 2)

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Presenting the results of the research projects, innovations, and other work you have invested in at regional and national meetings is a tremendous opportunity to advance heath care, gain exposure to thought leaders in your field, and put your evidence-based medicine and communication skills into practice in a different arena. Effective scientific presentations at meetings also provide a chance for you to interact with an engaged audience, receive valuable feedback, be exposed to others’ projects, and expand your professional network. Preparation and practice are integral to getting the most out of these experiences.  

The strategies and resources below will help you successfully present both posters and abstracts at scientific meetings. 

Strategies for success  

• Identify a poster’s/abstract’s purpose and key points . Determine the purpose of sharing your work (feedback vs. sharing a new methodology vs. disseminating a novel finding) and tailor the information in your poster or abstract to meet that objective. Identify one to three key points. Keep in mind the knowledge and expertise of the intended audience; the amount of detail that you need to provide at a general vs. specialized meeting may vary. 
• Design an effective poster . Design your poster to follow a logical flow and keep it uncluttered. The methods and data should support your conclusions without extraneous information; every chart or image should serve a purpose. Explicitly outline the key takeaways at the beginning or end.  
• Present in a conversational, informal style . Imagine you are explaining your project to a colleague. The purpose of your work and key points should guide your presentation, and your explanation of the methods and data should link to your conclusions. Be prepared to discuss the limitations of your project, outline directions for future research, and receive feedback from your audience. Treat feedback as an opportunity to improve your project prior to producing a manuscript.  

Additional resources  

These resources support the development of the skills mentioned above, guiding you through the steps of developing a poster that frames your research in a clear and concise manner. The videos provide examples that can serve as models of effective poster and abstract presentations. 

• How to design an outstanding poster (freely available, article). This article outlines key items for laying out an effective poster, structuring it with the audience in mind, practicing your presentation, and maximizing your work’s impact at meetings. (Skills addressed: 1-3) 
• Giving an Effective Poster Presentation (freely available, video). This video shows medical students in action presenting their work and shares strategies for presenting your poster in a conversational style, preparing for questions, and engaging viewers. (Skills addressed: 2,3) 
• Better Scientific Poster (freely available, toolkit). This toolkit includes strategies and templates for creating an effective and visually interesting scientific poster. Virtual and social media templates are also available. (Skill addressed: 2)

As with all presentations, it can be very helpful to practice with colleagues and/or mentors before the meeting. This will allow you to get feedback on your project, style, and poster design prior to sharing it with others outside of your institution. It can also help you prepare for the questions you may get from the audience.  

Patient presentation skills are valuable for medical students in the classroom and in the care of patients during clinical rotations. Patient presentations are an integral part of medical training because they combine communication skills with knowledge of disease manifestations and therapeutic strategies in a clinical scenario. They are used during active learning in both the preclinical and clinical phases of education and as students advance in training and interact with diverse patients.  

Below are strategies for delivering effective patient presentations. 

• Structure the presentation appropriately . The structure of your narrative is important; a concise, logical presentation of the relevant information will create the most impact. In the clinical setting, preferences for presentation length and style can vary between specialties and attendings, so understanding expectations is vital. 
• Synthesize information from the patient encounter . Synthesis of information is integral for effective and accurate delivery that highlights relevant points. Being able to select pertinent information and present it in an efficient manner takes organization and practice, but it is a skill that can be learned.  
• Deliver an accurate, engaging, and fluent oral presentation . In delivering a patient presentation, time is of the essence. The overall format for the presentation is like a written note but usually more concise. Succinctly convey the most essential patient information in a way that tells the patient’s story. Engage your listeners by delivering your presentation in an organized, clear, and professional manner with good eye contact. Presentations will go more smoothly with careful crafting and practice. 
• Adjust presentations to meet team, patient, and setting needs . Adaptability is often required in the clinical setting depending on attending preferences, patient needs, and location, making it imperative that you are mindful of your audience.  

The resources below provide samples of different types of patient presentations and practical guides for structuring and delivering them. They include tips and tricks for framing a case discussion to deliver a compelling story. Resources that help with adjusting patient presentations based on the setting, such as bedside and outpatient presentations, are also included. 

• A Guide to Case Presentations (freely available, document). This practical guide from the Ohio State University discusses basic principles of presentations, differences between written and oral communication of patient information, organization, and common pitfalls to avoid. (Skills addressed: 1-3) 
• Verbal Case Presentations: A Practical Guide for Medical Students (freely available, PDFs). This resource from the Augusta University/University of Georgia Medical Partnership provides a practical guide to crafting effective case presentations with an explanation of the goals of each section and additional tips for framing the oral discussion. It also provides a full sample initial history and physical examination presentation. (Skills addressed: 1-4) 
• Patient Presentations in Emergency Medicine (freely available, video). This training video for medical students from the Society for Academic Emergency Medicine demonstrates how to tell a compelling story when presenting a patient’s case. The brief video offers handy dos and don'ts that will help medical students understand how best to communicate in the emergency department efficiently and effectively. These skills can also be applied to patient presentations in other specialties. (Skills addressed: 1-4) 

Additional information and support on effectively constructing and delivering a case presentation can be found through various affinity support and mentorship groups, such as the Student National Medical Association (SNMA), Latino Medical Student Association (LMSA), and Building the Next Generation of Academic Physicians (BNGAP). 

Leading Small Groups

For physicians, working within and leading small groups is an everyday practice. Undergraduate medical education often includes small group communication as well, in the form of problem-based learning groups, journal clubs, and study groups. Having the skills to form, maintain, and help small groups thrive is an important tool for medical students.   

Below are strategies to provide effective small group leadership. 

• Outline goals/outcomes . Delineating the goals of a meeting ensures that everyone understands the outcome of the gathering and can help keep conversations on track. Listing goals in the agenda will help all participants understand what is to be accomplished. 
• Establish ground rules . Establishing explicit procedural and behavioral expectations serves to solidify the framework in which the conversation will take place. These include items such as attendance and how people are recognized as well as the way group members should treat each other.   
• Create an inclusive environment . In addition to setting expectations, group leaders can take steps to help all participants feel that their perspectives are valuable. Setting up the room so that everyone sits around a table can facilitate conversations. Having individuals introduce themselves can let the group understand everyone’s background and expertise. In addition, running discussions in a “round-robin style” (when possible) may help every person have an opportunity to express themselves. 
• Keep discussions constructive, positive, and on task . As meetings evolve, it can be easy for conversations to drift. Reminding the group of goals and frequently summarizing the discussion in the context of the planned outcomes can help redirect meetings when needed. 
• Manage virtual meetings . Online meetings present their own challenges. Adequate preparation is key, particularly working through technological considerations in advance. Explicitly discussing goals and ground rules is even more important in the virtual environment. Group leaders should be more patient with members’ response times and be especially diligent that all participants have an opportunity to be heard.   

The resources listed below outline additional helpful points, expanding on the skills described above and providing additional perspectives on managing small group meetings of different types. 

• Communication in the Real World: Small Group Communication (freely available, online module). This chapter includes an overview of managing small groups, including understanding the types and characteristics, group development, and interpersonal dynamics. (Skills addressed: 3,4) 
• Conversational Leadership (freely available, online book chapter). This short online resource provides guidance for determining group size and seating to best facilitate participation by all group members. (Skill addressed: 4) 
• Tips on Facilitating Effective Group Discussion (freely available, PDF). This resource from Brown University provides tips for effective group facilitation, creating an environment conducive for discussions, keeping conversations positive, and managing common problems. Also included is a valuable list of references for further exploration. (Skills addressed: 1-4) 
• Facilitating Effective Discussions: Self-Checklist (freely available, online checklist). This checklist from Brown University provides an easy-to-use, practical framework for preparing for, performing, and reflecting on small group facilitation. (Skills addressed: 1-4) 
• Sample Guidelines for Classroom Discussion Agreements (freely available, PDF). These guidelines from Brown University give useful tips for managing classroom discussions, including when disagreements occur among group participants. (Skill addressed: 2) 
• Fostering and assessing equitable classroom participation (freely available, online article). This online resource from Brown University includes methods to maximize group members’ participation in discussions and to communicate expectations. Also included is a valuable list of references for further exploration. (Skill addressed: 3) 
• Facilitating small group learning in the health professions (freely available, online article). The aim of this paper published in BMC Medical Education is to provide students involved in peer/near peer teaching with an overview of practical approaches and tips to improve learner engagement when facilitating small groups. It includes a discussion of the roles of facilitators, strategies for fostering interactions among the group, and methods for resolving common problems. (Skills addressed: 1-4) 
• Facilitating a Virtual Meeting (freely available, PDF). This infographic from the University of Nebraska Medical Center includes key points to consider when facilitating an online meeting, including technical considerations, preparation, and follow-up. (Skill addressed: 5) 
• Most universities have a communication department with faculty who specialize in small group communication. You may also find that these individuals are a valuable resource. 

This toolkit was created by a working group of the Undergraduate Medical Education (UME) Section of the Group on Educational Affairs (GEA). 

Working Group Members

• Geoffrey Talmon, MD, University of Nebraska Medical Center
• Jason Kemnitz, EdD, University of South Dakota Sanford School of Medicine 
• Lisa Coplit, MD, Frank H. Netter School of Medicine at Quinnipiac University 
• Rikki Ovitsh, MD, SUNY Downstate College of Medicine
• Susan Nofziger, MD, Northeast Ohio Medical University  
• Amy Moore, MEd, Cleveland Clinic Lerner College of Medicine 
• Melissa Cellini, MD, New York Medical College 
• Richard Haspel, MD, Harvard Medical School 
• Christine Phillips, MD, Boston University School of Medicine 
• Arvind Suresh, Geisel School of Medicine at Dartmouth 
• Emily Green, PhD, MA, Warren Alpert Medical School of Brown University 
• Holly Meyer, PhD, MS, Uniformed Services University of the Health Sciences 
• Karina Clemmons, EdD, University of Arkansas for Medical Sciences
• Shane Puckett, EdD, University of South Florida 
• Angela Hairrell, PhD, Burnett School of Medicine at Texas Christian University 
• Arkene Levy Johnston, PhD, Kiran C. Patel College of Allopathic Medicine
• Sarah Collins, PhD, UT Southwestern Medical Center 
• Patrick Fadden, MD, Virginia Commonwealth University School of Medicine 
• Lia Bruner, MD, Augusta University - University of Georgia Medical Partnership 
• Jasna Vuk, MD, PhD, University of Arkansas for Medical Sciences 
• Pearl Sutter, University of Connecticut School of Medicine 
• Kelly Park, Baylor University Medical Center

Presentation Feedback Form Template

Learn how effective your presentations are and how to improve them.

Gather feedback about your presentation from your participants to help you improve your public speaking skills and understand whether your audience learned what you wanted them to learn.

Use a presentation feedback form to gather insights from your audience about your slides and lecture. It will help you understand whether they learned what you wanted them to learn and improve your presentation for the next time. Following are some tips you can use to build an effective feedback form for any presentation.

Why Ask For Feedback on Your Presentations?

There’s a lot of material out there that can teach you how to build and deliver a good presentation . But if you want to make your presentation great you need to present it many times, gather feedback, and hone it accordingly. Your audience can tell you whether they learned what you wanted them to learn. They can tell you if you motivated them and made them think. Of course, they can also tell you if you lost them, and where. But that’s great too. After all, every piece of feedback is an opportunity to grow and improve.

While nobody likes to hear bad feedback, it can really help you sharpen your presentation and public speaking skills for the future. Plus, you’re likely to receive some positive feedback as well. The key to receiving helpful and constructive feedback is asking the right questions in the right way. Here are some tips to help you do exactly that.

How to Ask for Feedback on Your Presentation?

You can request feedback in many different ways, each has its advantages and setbacks. For example, you can ask in person or hand out paper forms at the end of your talk. Today, however, we’re going to take a look at online feedback forms and show you how to build a form that is super effective for you and convenient for your audience. Use the tips below to create and administer your perfect presentation feedback form.

Timing Is Everything

Deciding when to share your feedback form will influence the amount of feedback you receive as well as its quality and relevance. In most cases, the best time to ask for feedback is right after the presentation. That’s when the presentation is still fresh in your audience’s minds, allowing them to offer the most accurate feedback. It is also when they are most likely to respond as they are still engaged in the experience and haven’t yet moved on to the rest of their day. So, consider dedicating the last few minutes of your talk to asking for feedback.

There Are Many Sides to Every Presentation

While you don’t want to ask too many questions, you should cover all aspects of the talk you just gave. Include questions about your presentation deck. For example, “did the presentation aid or hinder the talk?” or “would you like to receive the deck after the presentation?” Ask about yourself as a speaker. For instance, “did the lecturer seem knowledgeable about the subject matter?”. And don’t forget to inquire about the content as well. For example: “did you learn something new from this presentation?” or “what were your main takeaways?”.

Good Questions Yield Constructive Answers

Feedback can be discouraging or inspiring. You may think the nature of the feedback you receive depends on your respondents, but actually, it’s in your hands. Your questions can direct them toward the type of feedback you want to receive. Ask questions that focus on improvement and clarity, not on criticism. For example, ask “what would make the presentation even better?” as opposed to “what didn’t you like about the presentation?”.

A Feedback Form Is a Journey

Whether you create your form from scratch or build on one of our form templates , consider your audience throughout the form design process. Ask yourself how you can keep them engaged from the first question to the last. Think about what could evoke deep thought and creativity in their answers.

Decide on a logical structure for your form. You could start with questions about their general experience and move into details, or separate between content and form. Or you could have a section about the speaker, another about the deck, and another about audience participation. There are many options, just make sure it makes sense and invites your respondents to enter a thought process. You’ll also want to move gradually from easier closed-ended questions to more challenging open-ended questions.

Clarity Is Key

A good feedback form is a clear feedback form. So, make sure your questions are simple and easy to understand. Look out for double meanings that could confuse your audience. Make sure you’re not asking any double-barreled questions , like “was the speaker knowledgeable and confident?”. They’re difficult to answer accurately.

Use images to further clarify your intentions. They’ll also add some color and increase engagement. Additionally, try to make your feedback form as concise as possible. Short and simple is the best way to ensure you receive lots of high-quality feedback, which you definitely deserve!

So, What’s Next?

Now that you know how to build a useful presentation feedback form, it’s time to schedule your next speaking engagement. It will be a great opportunity to test your form and collect some great feedback. We hope our template will help you get started. Feel free to change and improve it so that it best suits the subject, goals, and audience of your presentation.

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Patient Feedback Form

A patient feedback form is a survey with questions that allows medical doctors to gather feedback from patients regarding their overall experience with the clinic. Get patient feedback with this online feedback form and improve your service. Want to start from scratch? Get started with the Jotform's easy-to-use Survey Creator now! Whether you’re a medical professional or you’re with a patient’s medical practice, use this free Patient Feedback Form template to gather customer feedback online! Just customize the questions in this Patient Feedback Form to match your practice, embed the form on your website, or share it with a link, and get results quickly. Boost your business or patient satisfaction through this free service!

Being the owner of your own practice is an incredible feeling, but it’s also tough to juggle the variety of tasks involved. Luckily, Jotform’s 100+ integrations can help with that! You can sync form submissions with your storage service of choice, give you more time to spend with your clientele. You can also use our incredibly powerful Form Builder App to customize the form according to how you want to get feedbacks from your patients. With Jotform’s free online Patient Feedback Form, you can collect information from patients that you might not have been able to before.

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About Patient Feedback Forms

Patient feedback is important to ensure you’re taking good care of your patients. Whether you work at a doctor’s office, dentist’s office, or other healthcare provider, Jotform’s free Patient Feedback Forms can help you collect feedback seamlessly from any device — great for telemedicine or in-person services! Start by selecting a free template below and customizing it with our drag-and-drop builder. Then embed the form in your website or share it to patients with a link, and view responses in your secure Jotform account.

Feel free to make changes to your chosen Patient Feedback Form template. Drag and drop to add or update questions, upload your logo, or change the form design. All responses are protected with a 256-bit SSL connection and a HIPAA compliance option for healthcare professionals. Once you’ve gathered feedback, you can view it as a spreadsheet or cards in Jotform Tables — or even generate reports in Jotform Report Builder! Switch from paper forms to online forms to collect data fast with free online Patient Feedback Surveys.

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• v.37(5); 2020

Language: English | German

Feedback in medical education – a workshop report with practical examples and recommendations

Feedback in der medizinischen ausbildung – ein workshopbericht mit praxisbeispielen und empfehlungen, christian thrien.

1 University of Cologne, Cologne Interprofessional Skills Lab and Simulation Center, Cologne, Germany

Götz Fabry

2 Albert Ludwig University of Freiburg, Abt. für Med. Psychologie und Med. Soziologie, Freiburg im Breisgau, Germany

Anja Härtl

3 University of Augsburg, Medical Faculty, Chair for Medical Didactics and Education Research, Augsburg, Germany

4 LMU Munich Hospital, Institute for Medical Didactics and Education, Munich, Germany

Claudia Kiessling

5 Witten/Herdecke University, Faculty of Health, Lehrstuhl für die Ausbildung personaler und interpersonaler Kompetenzen im Gesundheitswesen, Witten, Germany

Tanja Graupe

Ingrid preusche.

6 University of Veterinary Medicine Vienna, Assessment and Quality Assurance, Vienna, Austria

Susanne Pruskil

7 University Medical Center Hamburg-Eppendorf, Department of General Practice and Primary Care, Center for Psychosocial Medicine, Hamburg, Germany

Kai P. Schnabel

8 University of Bern, Institute for Medical Education, Department for Education and Media, Bern, Switzerland

Monika Sennekamp

9 University Hospital Frankfurt, Institute of General Practice, Frankfurt, Germany

Stefan Rüttermann

10 Goethe University Frankfurt, Carolinum Dental University Institute gGmbH, Poliklinik für Zahnerhaltung, Frankfurt/Main, Germany

Alexander Wünsch

11 Technical University Munich, TUM Medical Education Center TUM MEC, Munich, Germany

12 Cancer Center Freiburg - CCCF, Psycho-social Cancer Counselling in cooperation with the University Hospital Freiburg, Clinic for Psychosomatic Medicine and Psychotherapy, Freiburg, Germany

13 University of Freiburg, Faculty of Medicine, Freiburg, Germany

Associated Data

Background: As a teaching method, feedback is an integral part of medical education. However, there is a lack of a uniform theoretical basis or generally recognized guidelines for its specific design. Against this background, the aim of this article is to discuss conceptual considerations and empirical findings regarding feedback using various practical examples.

Procedure and conceptual considerations: Building on the results of a workshop of the Committee for Communicative and Social Competences of the Society for Medical Education (GMA), this article first explains central conceptual considerations and empirical results on the topic of feedback. A particular focus is on various variables that influence the effect of feedback. This includes the feedback source, the frequency of feedback, starting points of feedback, the connection between feedback and reflection as well as the motivation and meta-cognitive skills of the feedback recipient.

Practical examples: The implementation of feedback in practice is illustrated using eight examples from the field of medical and dental education. They stem from various settings and the focus is on formative oral feedback. It will become evident that the focus is more on the givers of feedback than the recipients of feedback. Instructions for recipients of feedback on how to reflect on it is still the exception.

Discussion: Many of the relevant aspects for the effect of feedback described in the literature are already taken into account in the practical examples discussed. In conclusion, seven recommendations are made for implementing feedback in practice.

Zusammenfassung

Hintergrund: Feedback ist als Unterrichtsmethode integraler Bestandteil der Medizinischen Ausbildung. Jedoch mangelt es an einer einheitlichen theoretischen Basis oder allgemein anerkannten Guidelines für die konkrete Ausgestaltung. Vor diesem Hintergrund ist das Ziel dieses Artikels, konzeptuelle Überlegungen und empirische Erkenntnisse zum Thema Feedback anhand verschiedener Praxisbeispiele zu diskutieren.

Vorgehen und konzeptuelle Überlegungen: Aufbauend auf den Ergebnissen eines Workshops des Ausschusses für Kommunikative und soziale Kompetenzen der Gesellschaft für Medizinische Ausbildung (GMA) werden in diesem Artikel zunächst zentrale konzeptuelle Überlegungen und empirische Ergebnisse zum Thema Feedback erläutert. Besonderes Augenmerk liegt auf diversen Variablen, die die Wirkung von Feedback beeinflussen. Dazu gehören die Feedbackquelle, die Häufigkeit des Feedbacks, Anknüpfungspunkte des Feedbacks, der Zusammenhang von Feedback und Reflexion sowie die Motivation und metakognitive Fähigkeiten der Feedbackempfängerinnen und -empfänger.

Praxisbeispiele: Die Umsetzung von Feedback in der Praxis wird exemplarisch anhand von acht Beispielen aus dem Feld der medizinischen und zahnmedizinischen Ausbildung dargestellt. Sie entstammen diversen Settings. Der Schwerpunkt liegt auf formativem, mündlichem Feedback. Es zeigt sich, dass hier eher die Feedbackgebenden im Fokus stehen, als die Feedbackempfangenden. Eine Anleitung zur Reflexion für die Feedbackempfangenden ist noch die Ausnahme.

Diskussion: Viele der in der Literatur beschriebenen relevanten Aspekte für die Wirkung von Feedback werden in den besprochenen Praxisbeispielen bereits berücksichtigt. Abschließend werden sieben Empfehlungen zur Umsetzung von Feedback in der Praxis formuliert.

Introduction

Feedback as a teaching method is an integral part of medical education today. There are hardly any learning objective catalogs that do not contain the topic “giving and receiving feedback” [ 1 ], [ 2 ], [ 3 ], [ 4 ], [ 5 ], [ 6 ], [ 7 ], [ 8 ].

Accordingly, there is also a wealth of literature that deals with the topic of feedback, however mainly Anglo-American literature. The effectiveness of feedback depends on a variety of factors, they include the context of the feedback, the content and type of the feedback, characteristics and behavior of the person giving the feedback and the person receiving the feedback and their relationship to each other.

In autumn 2013, the Committee for Communicative and Social Competences (KusK) of the Society for Medical Education (GMA) carried out a survey of all German-language medical faculties in Germany, Austria and Switzerland, including a question about whether and how feedback is used in teaching communicative and social competences [ 9 ]. The answers showed that the use of feedback in this teaching context is widespread in the German-speaking countries, that the structure varies greatly and there is still no uniform theoretical basis for feedback. Internationally, too, it can be stated that although there are a large number of pragmatic recommendations on the topic of feedback, there is little literature on the theoretical basis and hardly any empirical evidence to be found (e.g. [ 10 ], [ 11 ], [ 12 ]).

Against this background, the aim of this article is to discuss conceptual considerations and empirical findings regarding feedback using various practical examples. The intention is to create a link between theoretical considerations on the one hand and everyday practice on the other. Finally, recommendations for teaching practice are developed based on the above foundations.

The article was created on the basis of a feedback workshop organized by the GMA KusK committee in June 2014. The 30 participants came from 17 medical faculties in Germany, Switzerland and the Netherlands. Everyone had experience with the topic of feedback in medical and dental education and further education, especially in the area of communicative and social competences.

Initially, six selected articles [ 13 ], [ 14 ], [ 15 ], [ 16 ], [ 17 ], [ 18 ], which illustrate the range of the current state of literature, were discussed by the participants in small groups. The articles dealt with

• the question of the culture of feedback in the sense of an ongoing process that should stimulate reflection [ 13 ],
• the connection between specific feedback, the subsequent reflection of the person receiving the feedback and use of the feedback for the further learning process [ 16 ],
• the cognitive-psychological mechanisms of reflection in terms of disrupting and adapting scripts and self-schemes [ 17 ],
• the influence of the perception of feedback (especially negative feedback) from both teachers and learners on the effectiveness of feedback [ 18 ],
• the importance of the regulatory focus (prevention/promotion) in the field of medicine on the effect of feedback [ 14 ], and
• the effectiveness of the specific technique of the sandwich feedback on performance [ 15 ].

Following the discussion of the literature, previously selected practical examples based on the literature were worked on in parallel groups and in some cases tried out in practice. Using the practical examples, it was possible to discuss various approaches to feedback against the background of the literature.

In the following, the theoretical considerations of the literature studied are presented, supplemented by further studies on the subject of feedback on the one hand, and the results of the discussion of the practical examples on the other hand.

Conceptual considerations

Definition of feedback.

Based on a systematic literature search, van de Ridder et al. [8] found nine characteristics that appear regularly in feedback definitions:

• content of feedback,
• aim of feedback,
• recipient of feedback,
• form of feedback,
• how information on which feedback is given is obtained/prepared,
• source of information on which feedback is given,
• giver of feedback,
• communication conditions for the feedback,
• contextual factors of the feedback situation.

On this basis, van de Ridder et al. defined feedback as “[...] specific information about the comparison between a trainee’s observed performance and a standard, given with the intent to improve the trainee’s performance.”

Feedback therefore requires a standard with which an observed performance is compared and the result of the comparison is communicated to the person receiving the feedback with the aim of improving future performance [ 8 ]. The standard with which the performance is compared can be defined very differently, e.g. as a horizon of expectation laid down in writing; through the performance of a reference group of colleagues or learners; through previous performance of the learners themselves; or through the opinion of the teachers about what the learners should be able to do. The quality and source of the standard can therefore vary; the criteria that define a standard can be objective or subjective, absolute or relative [ 8 ].

Variables that affect the effect of feedback

The widespread assumption that feedback has a fundamentally positive effect is not readily supported by the results of empirical studies [ 11 ], [ 12 ], [ 19 ]. Rather, it appears that there are a large number of variables that influence the effect of feedback. This includes, among other things, the source of the feedback; the relationship between the recipient and the giver of the feedback; the content of the feedback; the time and the current internal state of the person receiving the feedback, which is determined by various emotional, motivational and cognitive aspects.

The results of the studies mentioned above which deal with the following dimensions as possible factors influencing the effect of feedback are presented below:

• feedback source and frequency,
• theoretical models on the effect of feedback,
• the relationship between feedback and reflection,
• the feedback recipient and their motivation.

Feedback source and frequency

As part of a systematic review, Veloski et al. [ 12 ] examined which feedback factors influence the clinical performance of physicians. The majority of the 41 studies included were able to demonstrate positive effects of feedback. The authors concluded that feedback is particularly effective when it is provided by an authoritative and credible source, given regularly over a longer period. In addition to technical expertise, a respectful approach to the person receiving feedback also plays a role in the credibility amongst other factors [ 17 ], [ 20 ]. But Veloski et al. [ 12 ] also observed that there are relatively few results to date that have been obtained through randomised controlled studies.

Models for the effect of feedback

In a comprehensive review, Kluger and DeNisi [ 11 ] investigated the question of what positive or negative effect feedback has on individual performance. Based on their findings, they developed a model of feedback effect (Feedback Intervention Theory). They draw on a wealth of knowledge and concepts from motivational and cognitive psychology, but focusing primarily on the question of what a person focuses on when receiving and processing feedback.

With regard to the motivational and cognitive processes involved, they differentiate between three hierarchically related levels: The lowest level (task-learning processes) describes the processes that are necessary to complete a task, e.g. the chosen problem-solving strategy and the hypotheses contained therein about the solution of a task. The middle level (task-motivation processes) mainly describes effort management. In the event of a discrepancy between performance and standard, the effort is increased until the discrepancy is eliminated. Finally, the top hierarchical level (meta-task processes) includes processes that serve self-regulation, e.g. regarding self-image. If, for example, increased effort cannot achieve improved performance, then it is decided at the highest level whether it is worthwhile to continue attempts to complete the task. Whether the feedback source itself is credible enough to make further efforts worthwhile is also assessed at this level.

These assumptions explain the different effects of feedback: The attention of a potential recipient of feedback is frequently directed at the middle level (task-motivation processes), because on the one hand many tasks are dealt with automatically and the focus is rarely on oneself on the other hand. Feedback shifts the recipient’s focus either to the lower level (task-learning processes), which may lead to alternative, improved strategies for action; or to the upper level (meta-task processes), where it may impair self-confidence for example and provoke the corresponding defensive reaction. The higher the feedback and thus the “locus of attention” in this hierarchy, the less effectively performance is influenced [ 10 ], [ 11 ], [ 13 ], [ 17 ].

Another feedback model is proposed by Hattie and Timperley [ 10 ], who focus their review on the conditions that maximize the positive effects of feedback. They emphasize the importance of clear learning goals and specific feedback on the learning process. Feedback must therefore provide answers to three key questions:

“Where am I going? (What are the goals?), How am I going? (What progress is being made towards the goal?), and where to next? (What activities need to be undertaken to make better progress?)”

They also differentiate four levels to which feedback can be related, similar to the three levels described by Kluger and DeNisi [ 11 ]:

• the process for solving the task,
• self-direction of the learner,
• the learner’s self.

It is true at all levels that feedback which relates to specific tasks and contains suggestions for improvement or new learning goals produces stronger effects than unspecific praise or blame. They confirm the low effectiveness of feedback at the level of self.

Accordingly, feedback can be particularly effective if it relates to the process of fulfilling the task or to the self-monitoring of the learner in relation to the learning process. In the latter case, this depends particularly on the person receiving the feedback, including the willingness to seek and deal with feedback, the trust in the correctness of one’s own actions, the sense of self-efficacy and the attribution of success and failure.

Feedback that relates to the task itself can in turn be very effective if it also points to the solution process and self-regulation. In addition, the timing of feedback plays a role in that immediate feedback is more effective at the task level, especially if it is simple, while delayed feedback is more effective at the process level and for more difficult and complex tasks [ 10 ], [ 13 ].

The type of feedback also seems to have an important impact. In one of the few empirical studies on the effectiveness of different types of feedback, v. Ridder et al. showed that positively embedded feedback increases the satisfaction and self-efficacy of the feedback recipient [ 21 ]. The study did not provide any clear results regarding performance. The performance of the group that received positively embedded feedback was better than the performance of the group that had negatively embedded feedback, but this was true even before the feedback intervention.

Feedback and reflection

In an observational study, Pelgrim et al. [ 16 ] discuss giving and receiving feedback in general practice consultations with real patients. They analyzed the relationship between specific feedback, learner reflection and use of the feedback measured against the development of an action plan for future learning. They found that only specific feedback from the trainers is followed by learner reflection. The reflection in turn promotes the use of the feedback for the development of action plans.

Poole et al. tackled the question of what feedback reflection must be like for it to lead to changes at the performance level [ 17 ]. In their view, reflection begins when events occur that break expectations of how things usually develop or question the self-images of the people involved. In an ideal scenario, the resulting stimulus leads to a critical analysis of one’s own knowledge and self-perception. This stimulates thinking and learning processes that lead to the revision of self-concepts and scripts and thus to the integration of new knowledge or new skills. This must be done by the learners. In order for this to work, certain prerequisites are necessary [ 22 ]:

• adequate self-assessment,
• metacognitive skills, such as reflection of one’s own thoughts and feelings, in order to process information conveyed in feedback and to be able to use it for competence development, and
• the regulation of potentially occurring troublesome emotions as a result of questioning a positive self-image.

It is the task of the teachers to create a safe environment and to cultivate a competent relationship i.e. a respectful and supportive relationship with the learners. This includes paying attention to the affective aspects on the part of the learners [ 17 ], [ 22 ]. This helps them to accept and process the irritating stimuli of their self-concept and action scripts positively.

Feedback recipients and their motivation

Another variable whose influence on the effectiveness of feedback has been examined is the so-called regulatory focus. From a motivational psychological point of view, this merges various strategies that ultimately serve to increase pleasant emotional states and to avoid unpleasant ones [ 23 ]. On the one hand this can happen by striving for or maintaining pleasant conditions (promotion focus) or by avoiding unpleasant conditions (prevention focus). Depending on the personality structure of the individual but also influenced by the type of task or goal, the action in its basic direction is directed more towards promotion or prevention. Kluger and van Dijk [ 14 ] investigated how the regulatory focus interacts with positive and negative feedback.

Tasks that activate the prevention system are primarily necessities, commitments, and things that need to be done to avoid pain, while the promotion system includes things that are considered desires or longings, something that you do because a successful completion promises joy. Tasks with a promotion focus therefore require more zeal, creativity and openness; tasks with a prevention focus tend to require more vigilance, attention to details and compliance with rules. According to Kluger and van Dijk [ 14 ], the health system is a good example of a mix of promotion and prevention focus.

“Doctors, for example, are required to be aware of potential mistakes and errors and at the same time to think innovatively, to handle complex situations and to make relatively risky decisions.” (ibid.)

With the promotion focus, positive feedback increases motivation and performance, negative feedback, on the other hand, reduces both. Conversely, negative feedback increases the motivation and performance of the prevention focus, positive feedback, on the other hand, actually has a negative impact on both motivation and performance.

Interim conclusion

Even if an overall theory of feedback is (still) to be formulated, some statements about feedback can be taken as certain. The findings can be grouped according to the following criteria:

• focus on the feedback giver or the feedback recipient and the relationship between the two,
• content/material of the feedback,
• the type of feedback.

With regard to feedback practice, the question arises as to which of the variables described above must be taken into account in everyday routines and, if necessary, can also be influenced in a targeted manner. This is discussed below using practical examples.

The practical examples

The eight practical examples presented at the KusK workshop show selection of the wide range feedback in use at German-speaking medical faculties. They all share the goal of optimizing a behavior in a concrete manner and to ensure a constructive learning environment. The course of action is far from homogeneous and is based on different preliminary considerations.

Attachment 1 shows an overview of the eight practical examples based on the criteria described above. All practical examples are described in detail in the appendices.

Discussion of the practical examples against the background of the literature

In the following, the practical examples presented in the attachments are critically discussed on the basis of the variables derived from the conceptual considerations for effective feedback in teaching.

There is great consensus in the literature that singular feedback events are not sufficient, but that a feedback culture is required [ 11 ], [ 13 ], [ 16 ], [ 17 ], [ 24 ] within which feedback is given and received regularly and repeatedly. Every effort to train both teachers and students in giving feedback, as can be seen in various practical examples (see attachment 2 History and Feedback , see attachment 3 Lecturer Training , see attachment 4 Student Basic Course , see attachment 5 Train the Trainer , see attachment 6 Dentistry ), is therefore to be welcomed. Approaches with repeated and, if necessary, successive feedback, such as in the example of General Practice (see attachment 7 ), point in the right direction.

A form of feedback developed by an entire group of experts, such as in the example of Emotions (see attachment 8 ), could be particularly effective from the point of view of relevance and thus the expected acceptance of the feedback source. For peer feedback, which is also used frequently, the question arises whether, with a view to improving performance, it may profit the learner giving feedback more than the learner receiving feedback.

Models on the effect of feedback

The demand that feedback should not relate to the self-concept in communication training is problematic insofar as communication is always closely linked to personality. In this instance, it is difficult to meet the demand to leave out the personality of the feedback recipient. It is therefore all the more important and difficult to underline the subjectivity of feedback with clear personal framed I-statements, an aspect to which special attention is paid in the example of Feedback Training for Standardized Patients (SPs) (see attachment 9 ).

One problem is that the feedback giver cannot readily assess the inner state of the feedback recipient at that very moment. This also applies to the focus of attention. In order to avoid negative reactions here, approaches in which the learners are not the focus of the feedback themselves could be promising, e.g. because feedback is not about their own remarks in a patient interview, but rather their assessments of reactions they saw in a video (see attachment 8 Emotions ). Since the given reactions are not their own actions and the feedback also refers to the specific behavior option, it can be assumed that the learners do not understand this as a criticism of themselves even if they deviate from the expert opinion. However, it would have to be checked whether this form of indirect feedback actually affects performance in the scenario of leading a conversation.

The more clearly the task and the requirements are described, the easier it will be to make reference to a specific task or situation. The expectation of guideline-based treatment recommendations and comprehensible conclusions in differential diagnoses in patient reports (see attachment 7 General Practice ) seem to be a good example here, especially if feedback is used to ensure that specific feedback is given for each of the given learning objectives. Knowledge gaps can be compensated for by appropriate references to teaching materials and suggestions, as also described in the Dentistry example (see attachment 6 ).

It is also advisable to take the specific learning objectives into account during teacher training in dealing with assessment checklists and their scaling and to communicate these to the learners as in the example of General Practice (see attachment 7 ). The students’ teaching objectives are specifically included in the training for moderation of peer feedback as well (see attachment 5 Train the Trainer ). This should increase the likelihood that students’ focus of attention will be on the task and its accomplishment.

With regard to feedback, the type of task is important insofar as delayed feedback is more effective for knowledge transfer or for more complex tasks [ 13 ]. It is therefore also conducive to learning if learners, for example, first complete patient reports before receiving feedback (see attachment 7 General Medicine ).

Clarifying learning goals is one thing, addressing deviations is another. When considering this, it is also beneficial to use stimulus material in feedback training that also contains behavior that is worth criticizing or that provokes conflicts, to stimulate reflection on it, as in the examples of the Basic Student Course (see attachment 4 ) and Train the Trainer (see attachment 5 ) or SPs (see attachment 9 ).

The more specific the feedback, the more it is used to develop new, individual learning goals or action plans upon reflection [ 25 ]. This can be supported by references to learning content that should already have been learned, as described in the Dentistry example (see attachment 6 ) or through additional feedback with a request to revise reports, as in the example of General Practice (see attachment 7 ).

Since the teachers in the field of medical education are often still learners in terms of feedback, their reactions which might lead to inhibitions must also be taken into account. The authors of the Lecturer Training practical example (see attachment 3 ) report less resistance when formulating feedback if the participants have initially developed the feedback rules themselves, compared to a previously practiced deductive approach. This could have to do with the fact that the self-concepts remain intact during the formulation of the feedback rules or that they are casually reconstructed or further developed.

Likewise, in the practical example of Dentistry (see attachment 6 ) it is reported that precisely those students who did not take part in the voluntary communication training, fall back on justifying themselves when given feedback, i.e. defending their self-concepts and scripts. In this light, it seems advisable to prepare teachers for the moderation of peer feedback, as described in the Train the Trainer example (see attachment 5 ). In addition to well-balanced learning objectives, instruction in reflection in terms of a reconstruction of self-concepts and scripts could be explicitly addressed.

Another option to limit the necessary irritation caused by feedback to a tolerable and beneficial level could be to allow students themselves to select the patient about whom they will report (see attachment 7 General Practice ). It can be assumed that students are likely to avoid cases which were particularly difficult for them and in which they would expect predominantly negative feedback. Written work samples on giving feedback (see attachment 5 Train the Trainer ) might also be a good option from this point of view, since written feedback offers the opportunity for optimization before it is submitted. There would therefore be high probability of receiving a rule-compliant work sample, so that modifications made to the feedback may be required to allow use of the compare and contrast method. In this way, negative examples can be used without being or having to be publicly attributable to an individual, which should reduce the likelihood of resistance to reflection.

In order to prepare teachers and medical practitioners well for the challenge of accompanying lifelong learning processes, it is advisable to anticipate the different learner or colleague reactions in role play, as described in the example of Lecturer Training (see attachment 3 ) using modification of the reflection levels of the feedback recipients or colleagues. Three learner reflection levels are distinguished and represented in the role play:

• reflected behavior with own solution ideas,
• reflected behavior without own solution ideas,
• no reflected behavior.

In this way, training does not remain at the quality level of the primary feedback message, but incorporates the learners’ reactions, from those conducive to learning to those inhibitory to it, and helps to develop constructive approaches.

The question of whether positive or negative feedback is more helpful becomes a complex problem against the background of the importance of the regulatory focus described above. In a feedback culture in which negative feedback is avoided [ 18 ], it is therefore useful to observe activities that learners tackle under the promotional focus as far as possible. In this scenario too, a degree of freedom in task selection or, as in the example of General Practice (see attachment 7 ), at least the patient who they will report on, is all the more crucial. The sub-task of recognizing and observing red flags (information that is indicative of a dangerous progression of an illness) could activate the prevention focus, at least if it is clearly communicated beforehand. With regard to the red flags, decidedly negative feedback should therefore also be given if these are overlooked.

Strengths and limitations

Limitations of the present work result from the way it was created. The literature used in the workshop and the practical examples presented was not selected on the basis of systematic, comprehensive literature research or on the basis of a theoretically sound concept. Rather, the authors involved in the selection process suggested current articles that seemed particularly relevant to them against the background of informally conducted current discussions. The selection of the practical examples presented was also not strictly theory-based and systematic. Instead, registered workshop participants and individual authors who intended to take part in the workshop were asked to submit practical examples. This pragmatic approach was justifiable in view of the preparation of a workshop with a limited number of participants and addressing the specific interests and questions of the participants.

The practical examples therefore certainly do not comprehensively cover the practice of feedback in medical education in Germany, Austria and Switzerland. However, the practical examples give a good insight into the corresponding teaching-learning situations that are used in medical education. The individual examples are always adapted to there faculty’s internal circumstances, resources and the individual setting. Based on the practical examples, interested parties can get stimulated by the variety of ideas and develop their own concepts.

The following recommendations can be derived from the theory and the practical examples discussed:

Conclusion/recommendations

Based on the literature examined and the practical examples described above, various aspects can be derived for medical education. Feedback is a complex process, the success of which depends on many variables, which overlap in individual cases and can inhibit or promote each other in their effects. Nevertheless, recommendations can be formulated that can have a positive effect on the effectiveness of feedback:

• A learning and feedback culture is required that enables stable, respectful and supportive relationships between teachers and learners – in the sense of credible and authoritative feedback sources – and in which feedback is given regularly after sufficient observation of the learners.
• Feedback must be integrated into teaching and learning processes. The standard against which they will be compared must be communicated transparently: what goals are to be achieved, how is this happening now and how can and should it continue? (Operation and action plan).
• Feedback should mainly focus on the processes, how learners perform tasks and direct themselves. Feedback on the results of a task can effectively support this if it refers to the processes. Feedback that relates only to the person without reference to a specific action should be avoided.
• People giving feedback must be trained to recognize the levels to which the feedback should be directed in accordance with point 3 of these recommendations and to address them in a targeted manner.
• Feedback may and should be irritating in the sense of disturbing inadequate self-concepts and scripts. Such disturbed self-concepts and scripts of the learners have to be reconstructed through reflection. Teachers should enable these processes and support them respectfully, and constructively.
• Feedback givers have to be prepared to support the reflection processes in order to promote constructive reactions of the learners. The regulatory focus and the reconstruction of self-concepts and scripts can be key concepts in this.
• Learners must also be explicitly prepared for the reflection process in order to develop the metacognitive skills they need to perceive and use feedback as a learning opportunity.

Acknowledgements

We would like to thank everybody who helped organize the workshop with support from the GMA. Special thanks to J.M. Monica van de Ridder for the thematic management of the workshop and many stimulating impulses. We thank the authors for the stimulating, diverse, exciting practical examples, especially Waltraud Silbernagel, Martin Perrig, Mireille Schaufelberger and Michaela Wagner-Menghin. And of course many thanks to all participants in the KusK workshop for open, interested, benevolently critical and constructive discussions.

Competing interests

The authors declare that they have no competing interests.

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FREE 10+ Medical Feedback Forms in PDF

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Many different managers and supervisors understand that efficient feedback is what will eventually lead to a persons’s as well as a business’s success. So whether the feedback is positive or negative, one must understand that it’s something that’s aimed to help rather than something that leads people to failure.

Free Medical Lecture Evaluation Feedback Form

westshoremidwifery.com

Size: 69 KB

Medical Training Feedback

rotherhamhospital.nhs.uk

Medical Student Teaching Feedback Form

hope-academic.org.uk

Size: 13 KB

Medical Student Feedback Example Form

 What Is a Medical Feedback Form?

A medical feedback form is what one utilizes in the event that he or she has undergone any medical training, treatments, or course. With it, people are able to rate about how they felt on whatever it is they have to provide feedback to.

Medical feedback forms also allow these people to make comments regarding what should be improved, changed, or removed for further improvement. So those that receive these forms should expect to learn whatever it is they can from the information it provides to ensure that whatever medical service they hand out is satisfactory enough to those that need them.

Steps In Making a Complaint When Providing Medical Feedback

There will be times where one receives medical treatment and finds certain things either questionable or unacceptable. So once that happens, one can make a complaint by using the feedback form that was handed out. There are even instances wherein others may provide the complaint on your behalf. If it’s a child that wishes to file a complaint, then all the parent has to do is obtain the child’s consent  and then they may proceed to file the complaint on the child’s behalf. So in order for one to point out a problem within the feedback form, here are some easy steps that can do just that:

• Describe the incident. You’ll have to go into detail. If it’s a service complaint then what particular part of the medical service did not meet your expectations? State the facts that can help you solve the problem.
• Explain the order in which everything happened. Retell the sequence of events to ensure that the receiver of the feedback can verify whether what you’re claiming is true or not.
• Place in the date and time as to when the incident occurred, assuming that you can remember or when it’s necessary.
• Explain what kind of action you’d want to be done in order to rectify the problem.

Remember that what these things aim to do is to ensure that you will no longer have to go through this problem again as well as making sure that others do not experience similar problems in the future. So be sure to follow those steps to guarantee that future medical services are improved both for you and others.

Medical Draft Student Feedback Form

med.unc.edu

Size: 68 KB

Medical Conference Student Feedback Form

ownstate.edu

Size: 25 KB

Medical Equipment Student Feedback Form

Size: 77 KB

Medicine Student Professionalism Feedback Form

ucdenver.edu

Size: 91 KB

Medical School Student Feedback Form

Size: 54 KB

Medical Education Student Feedback Form

medic.usm.my

Size: 84 KB

What to Do When Receiving Medical Feedback

Lets say that you’re a medical trainee and that’s it’s time for your training assessment . After your mentor has finished your performance appraisal you will then be given feedback based on how well you’ve been doing. When you receive the feedback, you’ll need to learn how to accept it. So here are a few things you should do once you’re given feedback:

• Listen to whatever your mentor is telling you. You’ll need to get as much information as you can and wait until he or she finishes before you make any sort comment or response.
• You’ll need to understand  whatever feedback you’re being given.  Once you’re given feedback you’ll need to paraphrase whatever you’re given to ensure that you were able to capture the meaning of whatever feedback you’ve been given. If you’re unsure then all you have to do is ask for the specifics if they haven’t been given. You may even ask for advice or solutions that will help you solve issues.
•  Do not be defensive. No matter what kind of criticism you get, you should not prevent it from helping you learn. If you find things unfair, then ask for another appointment to discuss about the feedback to give you time to cool off if you’re very upset. It’s best not to let your emotions get into the matter as you may say things that could end horribly for you.
• No matter what kind of feedback you should get, whether it’s positive or negative, you will need to thank the person who gave you the feedback for the time and effort that was spent into it.

Tips on How to Give Effective Medical Feedback

If you’re a clinical teacher, then its your job to provide both effective and productive  teaching feedback to those who wish to learn the medical arts. It is also your job to ensure that those who receive your feedback can easily accept it, as well as use it for further improvement of their performance. So here are some tips that can help:

• Establish an environment where people can easily learn. This is important if you want feedback to as effective as possible. With a proper learning environment, those who give the feedback can ensure that they and the learner are able to work together achieve certain goals. It should always be that the learner assesses his or her self  while the teacher gives feedback based on how the learners performance review.
• Communicate with the learner on the goals and objectives of the feedback being handed out. The point of any feedback is to ensure that one can continue to grow.  So it’s vital to ensure that the learner understands the goals as well as the objectives of the learning experience. It is also important that he or she knows what achievements that person is expected to achieve.  So as the teacher, you will have to inform the learner about the feedback session, set a time and date that’s convenient for both of you, and make agreements on the goals and the expected outcomes.
• Be sure that you make feedback a timely and regular occurrence. What you have to know is that learners need to gain feedback within a certain period or else whatever information you present will become useless. If there are a few behavioral problems that need correction, then you will need to act as soon as possible and give feedback stating how that person’s behavior should be corrected.  Because if you wait too long or if you don’t give feedback often, then the leaner will continue to under perform.
• Start by going through the learner’s own self-evaluation. You’ll want to make sure that the learner is aware of how he or she is performing by having that person do a self evaluation first. With self assessment, the learner is more open to  receiving corrective feedback, assuming that both you and the learner have come to the same conclusion as to what needs to be worked on. In any case, the learner would still benefit from evaluating himself or herself first as it could still help point out what needs to be worked on, as well as providing you with information that you might not even know about.
• Reinforce any positive behavior. If a medical student receives positive feedback, it can help motivate that person to be more productive and efficient. Considering that medical students have many procedures and information to learn, you’ll need to properly praise them should they be performing in an exemplary manner. So to put it simply, if these people continue to do well, you’ll need to point out what they’re doing well and praise them for it.
• If there are any behaviors or problems that need to be solved, say so right away. There are many cases wherein those who receive medical training often have problems when it comes to learning or how to do certain procedures right. When that happens, you’ll have to point them out as soon as you can by providing that person with timely feedback. Much like handing out positive feedback, you’ll need to point out what the problem is and provide the solution to fix it.
• Confirm that the learner was able to understand and accept whatever feedback you’ve given. You can’t help it sometimes that certain people make complaints regarding the feedback they receive. However, they’ll need to know that whatever type of feedback they receive, it’s only aim is to help and not undermine. So make sure that the receiver perfectly understands the result of the feedback you’ve given.
• Finish by developing an action plan with the learner. Once you have settled everything, you and the learner need to devise an action plan that the two of you agree on that will help the learner develop the skills and knowledge needed in order to improve. The two of you should discuss what needs to be done and agree as to whether or not the learner will benefit from it. You will then agree on a date for the next feedback to see whether the learner has stuck to the agreed action plan and if the learner has improved from it.

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